Course syllabus

Course Summary

The Sustainability and the Built Environment (SBE) Program views the mentored Capstone Project as the most effective way to bring out the passion and innovation in our students on their preferred topic using the tools, skills and knowledge earned throughout their college career with us. The capstone project is a celebration of sorts and culminating experiences to deliver a polished product that showcases students’ abilities and readiness for the job market. Students are strongly encouraged to identify a project and a mentor at the end of their Method of Inquiry course that is a pre-requisite for the capstone, or least two weeks before the start of the semester in which they will enroll in the Capstone course.

Course Overview & Purpose

Each student will undertake an individual project under the direction of a faculty member, with a focus on comprehensive solutions to a problem in sustainability based on research.  This final semester-long project allows students to explore specific areas of personal interest, to hone problem-solving abilities, to enhance their ability to do research and to improve independent decision making and organizational skills.

The SBE program has created a list of academic, public-sector, private-sector, and non-governmental organization mentors available to work with our students to make the students final project an experience to last a lifetime. Each student is matched with the appropriate mentor based on the project topic and the mentor’s field of expertise.

Course Goals

• Discover and delineate a personally tailored pathway for SBE specialization, coursework, and professional development; 
• Learn and apply the elements of thought from the wheel of reason to evaluate claims within your field of interest; 
• Utilize critical thinking strategies and research design methods to examine contemporary issues in sustainability and the built environment; 
• Evaluate and develop personal philosophies of science; 
• Explore data collection, analysis methods, and writing strategies most applicable to different types of research questions; and 
• Conceptualize and develop a problem statement and a proposal for a research project (e.g., SBE Capstone). 

Student Learning Objectives

During the semester, students will be…

• Learning to write effective, clear, and well-organized proposals that incorporate a scope of work, schedule, and work products;
• Undertaking an independent work effort and complete it satisfactorily;
• Exploring problem-solving for an issue of sustainability and the built environment; and
• Practicing oral communication and gaining confidence in self work.

Optional Text(s) of Interest Can Be Found in Your Prior DCP 3200 Canvas Shell

In addition to the optional text(s) carried over from DCP 3200, various supplemental, free publications identified for class discussion and/or assignments may be supplied via the UF Canvas e-Learning portal (https://elearning.ufl.edu/).

The required and optional technologies for this course are as follows:

• A portable computing device (e.g., tablet, laptop) for mentor collaboration and at-home work

Should you encounter a content issue with this Canvas course shell, please inform the instructor. All other technical issues with the hardware and software you may use for this course should be directed to the UF Information Technology Computing Help Desk.

• https://helpdesk.ufl.edu/

Beyond the required textbook(s), minor, out-of-pocket student incidental expenses may include those associated with printing a research poster, personal mobile computing and file storage/transfer device(s) or web-based services to research, present, and share information in class.

General course module main topics and sub-topics are summarized below. Official weekly readings, assignments, and course content will be posted within Canvas and are subject to change.

Instructor Welcome & Syllabus Review

(Source: UFL Zoom Cloud Recording, via Mediasite, Hal Knowles)

    Course Modules

• CM > FH > First Half of Semester
• CM > SH> Second Half of Semester
• See the Assignments listed below for additional information

  Informational Resources

• Info > FAQs > Frequently Asked Questions
• Info > Example Graduate Student Research
• Info > Research & Writing Methods
• Info > SBE Capstone Resources
• Info > Tools for Thinking

Assignment details, deliverables, due dates, and grades will be published on Canvas and may be subject to change. Grades are generally based on 1,000 points over the course of the semester. See the syllabus page "Summary" (at the bottom of this page) and the "Assignments" tab (left sidebar menu) for the most current information.

Required Deliverables (RD)

Required Deliverables (RD) are the touch points between you and your mentor, as well as the broader public (in some circumstances), and contribute to the final grade you will earn in this course. 

• First Half (FH) of Semester @ 200 Points (20%)
  • RD.01 > Midterm Presentation
  • RD.02 > Peer Evaluations
• Second Half (SH) of Semester @ 800 Points (80%)
  • RD.03 > Academic Research Poster
  • RD.04 > Three Minute Capstone (3MC)
  • RD.05 > Final Capstone Report

Discussion Posts (DP) > Optional Milestones (OM)

Unlike the RD assignments, the Optional Milestones (OM) are non-graded, voluntary waypoints which may help you to stay on track at strategic moments throughout the semester. These voluntary OM discussion posts also provide an open and collaborative opportunity to engage with your cohort of student peers as you collectively progress through your projects.

• First Half (FH) of Semester
  • DP > OM.01 > Mentor Meet & Greet
  • DP > OM.02 > Problem Statement & Research Questions
  • DP > OM.03 > Introduction & Preliminary Literature Review
  • DP > OM.04 > Methodologies, Materials, & Methods
• Second Half (SH) of Semester
  • DP > OM.05 > Data Collection, Curation, & In-Depth Literature Review
  • DP > OM.06 > Data Analysis
  • DP > OM.07 > Research Results
  • DP > OM.08 > Discussion & Conclusion

Grades are awarded by the student's mentor and based on evidence that students have completed all required deliverables with a high level of student-to-mentor engagement and project due diligence throughout the semester. Completed tasks will be evaluated based on pertinence of content, critical thinking, creativity, and communication. Further details, due dates, and rubrics for assignments are posted on Canvas. As a 6-credit course, and based on the University of Florida standards, we anticipate that students should be putting approximately 12 to 24 hours per week into work on your SBE Senior Capstone. This is not a project to take lightly, nor to wait until the last minute to complete.

Final student grades are rounded up on the hundredths units (i.e., a 92.95% becomes a 93.0%) and follow University of Florida grades and grading policies.

• Undergraduate Students:
  • https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies

We highly recommend that both the student mentee and the mentor explore the UF Center for Undergraduate Research (CUR) eLearning resources for how to make the most of your time together.

• UF CUR eLearning > Student Module Series
  • https://cur.aa.ufl.edu/cur-e-learning/

Mentors > What to Expect of the Process

SBE Senior Capstone mentors provide a deeply valued service to our students and the program overall. While often faculty and staff within the College of Design, Construction, and Planning, mentors may originate from other teaching, research, outreach, and/or operational units across the broader University of Florida institution, from other academic institutions, or even from public, private, or non-governmental organizations with mutual interests.

Mentors should be skilled in the topical domain of the project being undertaken by the student mentee and be capable and willing to guide their project design, development, deployment, data collection, data analysis, and public communication. The typical commitment necessitates mentors engage in the following activities summarized below.

• Facilitate periodic mentorship meetings (e.g., 30-minutes weekly or bi-weekly based on student needs and mentor availability);
• Support student mentee progress (e.g., project schedule, milestone attainment, required deliverable preparation) and asynchronous communications (e.g., responding to questions, project troubleshooting);
• Review and provide feedback on the prerecorded, asynchronous Midterm Presentation(s) for your student mentee(s) and one additional student working with another mentee (to be assigned by the DCP 4290 instructor);
• Attend the live, synchronous Final Capstone Conference and Celebration (either online via Zoom or on campus on the designated date and time);
• Evaluate and offer feedback on each of the Required Deliverables (RD) based on their respective rubrics (to be provided by the DCP 4290 instructor); and
• Provide the SBE program with a final student letter grade for the course (as informed by the provided rubrics).

Mentors > What to Expect of Your Student Mentee

Ideally, mentors should expect their student mentees to provide the following:

• Compassionate curiosity and a sense of wonder about the research topic;
• Effort, earnestness, and equanimity in the research process and project deliverables;
• Punctuality and consistency in mentorship meetings;
• Professionalism and clarity in communication;
• Positive attention and intention toward the project and the mentor engagement;
• Due diligence in timely and comprehensive completion and submission of required deliverables;
• Proper citation management; and
• Adherence to proper netiquette and all University rules and regulations.

Student Mentees > What to Expect of the Process

We congratulate our program seniors for arriving at this final required course in your SBE curricula. A brief overview of the process is provided below. A more in depth explanation of, and preparation for, the Senior Capstone projects is provided in the curriculum of DCP 3200 Methods of Inquiry, a core course within the SBE program and a pre-requisite for the Senior Capstone. And more explicit details about the Required Deliverables and grading rubrics are provided with each assignment 

• Project Initiation:
  • Students are strongly encouraged to identify a project and a mentor at the end of DCP 3200 course or no later than two weeks before the start of the semester in which they will enroll in the DCP 4290 course. In order to register for the capstone, a student must complete the capstone registration form that requires a written description of the proposal along with both the student and mentor signatures.
• Public Engagement:
  • Students are required to engage with other internal and external stakeholders (beyond the mentor) in both the middle and end of the semester. These engagements will mix formal and informal interactions, student public speaking, and both a readiness and willingness to provide well reasoned responses to audience questions and answers.
• Mentoring Meetings:
  • Within the recurring mentoring meetings, student mentees should be prepared to address any questions, concerns, goals, objectives, or other tasks suggested by your mentor.
  • At a minimum, you should expect to have meaningful responses for the following three questions each and every week: 
    • What did you do since your last mentoring meeting?
    • What are you going to do in advance of your next mentoring meeting?
    • What do you need your mentor to help with?
• Midterm Presentation:
  • Approximately halfway through the semester, students are required to make a midterm presentation (10-12 minutes) to describe their progress to date and delineate their next steps to complete their project. This presentation will be prerecorded and stored online using the student's UF GatorCloud services (e.g., Microsoft OneDrive and PowerPoint 365) then shared with any UF affiliated account (as well as your mentor via their respective institutional account if they are not UF affiliated).
  • Presentations will be viewed and reviewed with feedback provided by your mentor, three SBE peers, and potentially one, or more, additional SBE and/or UF affiliated faculty.
• Final Capstone Conference & Celebration:
  • At the end of the semester just prior to the institutionally scheduled reading days, students are required to make attend a poster conference and Three Minute Capstone (3MC) research presentation competition (styled after the graduate level Three Minute Thesis - 3MT competition). This event will be designed similar to an academic conference where students will share their 3MC speeches in a lightning round, followed by standing with their posters as the audience browses the research summaries and engages with the students. At this stage, the audience will include SBE program faculty and advisors, mentors working with any SBE student past or present, other students from SBE, DCP, or other academic units, and/or invited family and friends. The event will end with a social celebration of SBE Seniors finishing their Capstones. Light snacks and beverages will be provided for attendees who register in advance.

Student Mentees > What to Expect of Your Mentor

Ideally, students should expect their mentor to provide the following:

• Reasonable accessibility and responsiveness at the key strategic moments in the process;
• Clear communication about expectations tailored to the mentor and mentee engagement perspectives and preferences;
• Compassion for the student and their unique learning needs and personal approaches to the project completion;
• Enthusiasm for their proposed research topic;
• Unbiased guidance and a willingness to challenge student perceptions and positions to inspire iterative improvement through critical thinking; and
• A commitment to student success and a professional development.

Attendance at the Midterm Presentation and Final Capstone Conference & Celebration is mandatory and participation is graded based on your preparation and punctuality. Lack of preparedness and/or tardiness leads to point deductions for those deliverables.

Requirements for participation, assignments, and other potential make-up work in this course are consistent with University policies as found at the following link.

• https://catalog.ufl.edu/UGRD/academic-regulations/attendance-policies

Professionalism

As future sustainability professionals in training, you are preparing for potential future meetings and collaboration. Thus, for all public milestones, deliverables, and/or events, students are encouraged to participate in-person and/or online with dress and demeanor befitting a professional environment.

Netiquette – Communication Courtesy

All members of the class are expected to follow rules of common courtesy in all email messages, threaded discussions and chats within Canvas and other online services. Please refer to these resources.

• http://biostat.ufl.edu/resources/e-learning-resources/e-learning-basics/etiquette-online
• https://teach.ufl.edu/wp-content/uploads/2020/04/NetiquetteGuideforOnlineCourses.docx 

For more information about academic policies (e.g., attendance, accommodations, grading, conduct, honesty, in-class recording) and resources (e.g., technical support, career services, library support, writing studio, academic complaints), please visit the official University of Florida syllabus policy links page.

• https://syllabus.ufl.edu/syllabus-policy/uf-syllabus-policy-links/ 

Special Consideration

The principle of equal treatment of all students is a fundamental guide in responding to requests for special consideration. No student shall be given an opportunity to improve a grade that is not made available to all members of the class. This policy is not intended to exclude reasonable accommodation of verified student disability or the completion of work missed due to religious observance, verified illness, or absence due to circumstances beyond your control. Reconsideration of subjective judgments of an individual student’s work will be done only if all students in the class can be and are given the same consideration.

Your safety, health, and wellbeing are important to our University community. Students experiencing crises or personal problems that interfere with their general well-being or academic performance are strongly encouraged to talk to the instructor and/or to utilize the University’s confidential counseling resources, available at no cost to currently enrolled students.

Below is a helpful resource portal that UFID holders may access through the UF single sign-on (SSO) service affiliated with their @UFL accounts.

• One.UF > Whole Gator
  • https://one.uf.edu/whole-gator/discover 

"A growth mindset’s defining characteristic—the belief that intelligence is malleable—provides a powerful formula for improving student outcomes. Students who believe that they can get smarter and that effort makes them smarter will put in the effort that leads to higher achievement." - American University School of Education

Change is the only constant. Within the SBE Program, we focus on a triple-E approach to intrapersonal and interpersonal growth and development. That is, we support our students in placing their attention and intention on effort, earnestness, and equanimity in the pursuit of eudaimonia. In the lab of life, lessons are best learned when seeing failure as feedback for your future fitness and adaptability in uncertainty. Your instructor encourages you to foster a growth mindset and to leverage the University and SBE resources available to help you thrive.

Below is a helpful resource page for SBE students to make the most of their active learning opportunities, student living experiences, and wayfinding within our program and beyond.

• UF > DCP > SBE > Where
  • https://dcp.ufl.edu/sbe/where/